Education

Professor Analúcia Dias Schliemann,  Chair;  Cognitive development, mathematics education, culture and learning
Professor Kathleen Weiler,  Foundations of education, gender and education
Visiting Professor Judah Schwartz, Science education
Assistant Professor Bárbara M. Brizuela, Cognitive development, mathematics education
Assistant Professor Steven Luz-Alterman, School psychology
Assistant Professor/Director Caroline Wandle, School psychology
Lecturer/Director Linda Beardsley, Teacher education and school partnerships
Lecturer/Director Patricia Bode, Art education
Lecturer Steve Cohen, History and Political Science/Political Philosophy education
Lecturer Roberto Irizarry, School psychology
Lecturer Marion Reynolds, Elementary education, children's literature
Lecturer Martha Trudeau Tucker, English education, middle and secondary education
Research Professor Eric J. Chaisson, Director, Wright Center for Science Education
Research Professor Ronald K. Thornton, Director, Center for Science and Mathematics Teaching
 

Part-time faculty:
Lecturer Susan Barahal, Art education
Lecturer Teresa Davis, School psychology
Lecturer John Edmonds, Science education
Lecturer Winfried Feneberg, School psychology
Lecturer Diana Finer, School psychology
Lecturer Rubén Gaztambide-Fernandez, Sociology of the school
Lecturer Lynn Heroux, School psychology
Lecturer Desiree Ivey, Director of teacher training, Shady Hill; Middle school education
Lecturer Luke Jorgenson, Improvisation, children's theatre, drama in education
Lecturer Nancy Kassabian, Foreign language education
Lecturer Louis Kruger, School psychology
Lecturer Linda Mizell, History of education, social justice and education
Lecturer Kiyoko Morita, Japanese language and culture education
Lecturer Saskia Stoessel, Coordinator of German language courses
Lecturer Corinne Zimmermann, Museum education

The Department of Education offers courses in educational theory, practice, and research. Courses explore  how students of all ages learn in different content areas, examine the institutions that serve children and youth, and study the cultural, historical, and philosophical influences that shape educational theory and effective professional service. Course offerings are complemented with opportunities for students to work in a variety of educational settings as teachers, researchers, school psychologists, museum educators, and curriculum developers. Opportunities to participate in research and curriculum development are provided by faculty in the department and by the H. Dudley Wright Center for Innovative Science Education, the Center for Science and Mathematical Teaching, and the Center for Engineering Educational Outreach. Through applied experiences, an essential part of the programs in education, students learn to integrate theory and research into their practice.

The department does not have an undergraduate major, but offers a number of courses for undergraduate students interested in exploring the field of education. The department offers undergraduate licensure in only two programs: art education and elementary education.

The department offers graduate programs that prepare candidates for Massachusetts Department of Education licensure as elementary school teachers and as middle and high school teachers of English, political science/political philosophy, history, mathematics, general science, earth science, biology, chemistry, physics, French, Spanish, German, Japanese, Latin and the classical humanities, and visual art. The department also offers a graduate-degree program in preparation for state licensure and national certification as school psychologists. These licenses for teaching and school psychology are recognized by the majority of states.

The M.A. in educational studies provides an opportunity for graduate students to pursue an individual course of study. The M.A. in museum education prepares students for careers in museum settings. The M.S. and Ph.D. program in mathematics, science, technology, and engineering in education prepares students for careers in higher education and research institutions and offers the opportunity for original research in these areas.

Department Facilities and Affiliated Programs

Curriculum Resource Center
The Curriculum Resource Center provides students with information and hands-on experience with state-of-the-art curricula, technological tools, and other educational materials.

Educator Licensure
The Department of Education offers students in our professional licensure programs the opportunity to apply for initial licensure as teachers and school psychologists in Massachusetts. Students who complete these programs must take the appropriate Massachusetts Tests for Educator Licensure and submit their applications to the Tufts' institutional representative for licensure.

Placement Service
Students interested in teaching and related positions should become acquainted with the departmental placement service, which offers a variety of services and information on the process of finding employment in the field of education.

Center for Science and Mathematics Teaching
The center is an associated facility of the department located in the Science and Technology Center at 4 Colby Street on the Medford campus. The center is involved in evaluating and developing new methods and materials for the teaching of science and mathematics, particularly in the area of microcomputer-based instruction. Research Professor Ronald Thornton is the director of the center. For more information on the center's activities, call 617-627-2825 or visit http://ase.tufts.edu/csmt/.

H. Dudley Wright Center for Innovative Science Education
The purpose of the Wright Center is to identify and develop innovations in science and mathematics education, to provide fellowships to Tufts for talented high school mathematics and science teachers, and to train high school teachers in the use of creative teaching techniques in science and mathematics education. Graduate students are encouraged to participate in the colloquia, research, and professional activities of the center, located at 4 Colby Street. Research Professor Eric Chaisson is the director of the center. For more information, call 617-627-5394 or visit http://www.tufts.edu/as/wright_center.

Undergraduate Program
Undergraduates at Tufts can explore the broad field of education through many courses. These include Education 1, 99, 130, 161, 162, 163, 164, 165, 182, 186, and 187. Various opportunities are available for working as interns in educational settings, including schools, libraries, museums, recreational programs, and government and community centers. 

Undergraduates who wish to complete the educator licensure programs in art education or elementary education must begin taking the required courses by the spring semester of their sophomore year. They should seek advice from their adviser before enrolling in specific courses.

For more information on the program call the Department of Education at 617-627-3244 or visit our Web site, http://ase.tufts.edu/education. 

Graduate Programs
The department offers the following programs leading to the degrees of Master of Arts (M.A.), Master of Arts in Teaching (M.A.T.), Master of Science (M.S.), Certificate of Advanced Graduate Study (C.A.G.S.), and Doctorate in Philosophy (Ph.D.). Degree programs may be completed on a part- or full-time basis. To accommodate employed teachers who must do advanced work on a part-time basis, a considerable portion of the department's graduate instruction is offered during late afternoon, evening, and summer sessions. 

Admission Requirements
All applicants should provide three letters of recommendation. At least two of the letters must be from applicant's former college professors. For M.A.T. candidates, these two letters should be from college or university professors representing the subject area in which the candidate seeks licensure. GRE general test scores are required of all applicants except Tufts current undergraduates and art education candidates. Art education applicants must submit a portfolio to the Museum School. Applicants seeking licensure as teachers of French, German, Spanish, or other languages must also submit a writing sample in the language of specialization, and must also complete an interview in that language. School psychology candidates must have completed course work in personality, abnormal psychology, and statistics and should have experience in a human services setting or with children and adolescents in other settings.

Massachusetts Tests for Educator Licensure
Students who wish to be licensed to teach in Massachusetts must take the Massachusetts Tests for Educator Licensure (MTEL) required for the areas in which you want to be licensed. Tufts MAT degree candidates who took the MTEL in 2002-2003 demonstrated a 91% pass rate on the comprehensive literacy test and a 90% pass rate in the academic content areas. Complete testing information has been submitted and validated by the Title II program. During the fall semester, information sessions are scheduled to help students know what to expect on these tests. Written materials and study guides are provided. Tutoring or additional preparation sessions are offered as needed through consultation with the student's adviser.

Master of Arts in Teaching (M.A.T.) Degree
Offered to students seeking teacher licensure, the department's state-approved M.A.T. degree program prepares candidates to teach in academic fields at the elementary, middle, and secondary school levels. At the completion of their program, students may apply for initial licensure in Massachusetts. Students interested in urban education may participate in the Fenway Pilot High School/Boston Arts Academy Program. This collaborative program focuses on preparing teachers to work in innovative urban high schools. Successful applicants work as interns in either of the two sites throughout the entire school year.

Master of Arts (M.A.) in German with Teaching Licensure
Tufts University offers a master of arts degree in German with initial teaching licensure. It requires two academic years plus one summer and is offered in conjunction with the Department of German, Russian, and Asian Languages and Literatures. Students take six credits in German (four of the six credits may be taken in Tübingen, Germany), two credits in the methods and practices of teaching foreign language (Education/German 114 and 124), and six credits in education--including a one-semester teaching practicum. For details, students should contact Professor Bernhard Martin, faculty advisers in the Department of German, Russian, and Asian Languages and Literatures.

Master of Arts (M.A.) Degree/C.A.G.S. in School Psychology
This three-year program offers advanced course work integrated with a specific sequence of field-based training and supervision in core competency areas of assessment, consultation, counseling, and intervention. Students are exposed to a broad spectrum of assessment and intervention techniques from various theoretical perspectives and are challenged to develop their own perspectives and models of assessment and intervention. Assessment and intervention strategies are anchored in a developmental perspective that stresses the social, intellectual, and emotional growth of the individual from childhood through the early adult years. A core feature of the program is the emphasis on scientific problem solving as the main model for approaching, understanding, and proposing solutions to problems in educational settings. Students in this program complete a minimum of a 150-hour prepracticum during the first year and a 600-hour practicum in school psychology during the second year. During the third year, students complete a 1,200-hour advanced internship, 600 hours of which must be in a school setting, which is accompanied by a supervision seminar. Attendance during the summer between the first and second years is required. The three-year program of study culminating in the M.A. degree/C.A.G.S. leads to initial licensure as a school psychologist and eligibility for national certification.

M.A.T. Degree and M.A. Degree in Art Education
Offered in affiliation with the School of the Museum of Fine Arts, these programs lead to licensure as a teacher of visual art for grades pre-K to 8, or 5 to 12.

Master of Arts (M.A.) Degree: Educational Studies
This individualized program allows students to explore a variety of areas in education. Graduates of the program have found careers in such settings as independent schools, educational research groups, nonprofits, and curriculum development; others have entered doctoral programs upon completion of this degree. Possible fields of study include urban education; gender studies in education; science, mathematics, and engineering education; and cognitive, cultural, and social analysis of learning.

Master of Arts (M.A.) Degree: Museum Education
A program for candidates interested in careers as education directors or education coordinators in museum settings. This program prepares students for work in museums in a variety of areas.

Master of Arts (M.A.) Degree: Tufts/Shady Hill Cooperative Program
In this innovative program, participants work and study as apprentices at the Shady Hill School in Cambridge throughout the entire school year. Shady Hill apprentices are eligible to apply for Massachusetts licensure for grades 5 to 8. Apprentices who wish to be licensed for grades 8 through 12 must complete at least 150 hours of additional student teaching.

Master of Science and Doctor of Philosophy in Mathematics, Science, Technology, and Engineering Education (M.S.T.E. Education) 
The graduate program in MSTE Education at Tufts grants M.S. and Ph.D. degrees in three areas: mathematics education, science education, and engineering education. At the M.S. level, students are prepared to work in research, curriculum development, and teacher development in school districts, research institutions, and other educational settings. The Ph.D. in  MSTE Education prepares researchers and educators who will contribute to MSTE Education through research and university teaching. The program involves the collaboration of faculty from Tufts University Departments of Education, Child Development, Mechanical Engineering, Computer Science, Biology, Chemistry, Mathematics, and Physics and Astronomy, and the Center for Engineering Educational Outreach, the Center for Science and Mathematics Teaching, and the Dudley Wright Center for Innovative Science Education. Participants in the program are committed to theoretically sound research in MSTE Education that is directly relevant to the practice of education and aim at the effective promotion of diversity and equity in MSTE Education.

Undergraduate Courses

1 School and Society. Role and purpose of schooling in the United States. Focus on the desegregation and resegregation of schools in the last fifty years; proposals for school reform. Cohen

11 Observing Theory In Action. Examination of the current issues facing schools, such as the achievement gap, equity in school finance, and high stakes testing. Focus on public and independent schools in the metropolitan area.  Project component will involve observations in local schools and/or educational institutions. Prerequisite: Education 1 or consent. Cohen

14 How to Learn Physics. Explanation in a small seminar format of students' hidden assumptions about the physical world and the construction of a consistent understanding of forces and motion. Comparison of knowledge and learning in physics with those in other disciplines. Intended for nonscientists. Members of the department   

99 Field Experience in Education. Work in schools, museums, or alternative educational settings. Field placement and seminars devoted to the interaction process in learning settings and to materials and strategies for assisting learners. Prerequisite: consent. Members of the department

Courses for Undergraduate and Graduate Students

101 Introduction to Teaching in Middle and Secondary School. A study of the aims, development, and practice of middle and high schools. Includes 75 hours of prepracticum observation and participation in a school setting. Students seeking initial teacher licensure are required to take this course during the semester prior to supervised student teaching. Prerequisite: consent. Beardsley, Cohen, Tucker, Lind

102 Supervised Teaching in the Middle and Secondary School. Supervised classroom practice in middle or secondary school teaching with a weekly seminar. This course requires presence at the school for the entire school day for a minimum of twelve consecutive weeks. Variable credit (one to three course credits). Prerequisite: admission to the initial teacher licensure program. Beardsley, Cohen, Tucker, Lind

103 Supervised Teaching in the Elementary School. Supervised classroom practice in elementary school teaching, accompanied by a weekly seminar. Prerequisite: admission to the elementary school teacher licensure program. One to two course credits. Reynolds

110 History and Political Science/Political Philosophy Curricula. Introduction to the differing perspectives influencing the history and political science/political philosophy curricula in middle and secondary education. Examination of the effective use of inquiry-based vs. content-oriented teaching, and exploration of the historical legacy of mainstream and alternative curriculum movements. Students will analyze definitions of multicultural education and ethnic studies as well as the content, tone, and form of the most widely used history and political science/political philosophy teaching materials, while developing their own perspectives on curriculum and ways to adapt these to diverse school settings. Prerequisite: consent. Cohen

111 Development of Knowledge and Reasoning in the Science Curriculum. Through interviews of students and readings from science education research, participants develop multiple perspectives on the development of scientific knowledge and reasoning, consider current teaching practices in middle and secondary school science, and design their own instructional plans. Prerequisite: consent. Schliemann, Brizuela, Edmonds

112 Mathematics Learning Environments. Explores models of learning, reasoning, and understanding in mathematics through readings from education and cognitive science research, practical experience, and experimental interviews in the context of secondary, postsecondary, middle, and elementary curriculum. Prerequisite: consent. Schliemann, Brizuela, Edmonds

113 Language Arts Curricula in the Middle and Secondary School. An examination of traditional and innovative curricula in the language arts from a developmental, linguistic perspective. Topics include language development of children and adolescents at home, in school, and in the larger community; history and structure of the English language and its dialects; current theories, practices, and problems of teaching reading, writing, usage, and vocabulary in middle and secondary schools. Tucker

114 Linguistic Approaches to Second-Language Acquisition. (Cross-listed as German 114 and Modern Languages 114.) Exploration of models of language acquisition, reasoning, and understanding in teaching second languages through readings from linguistics, applied linguistics, cognitive science, and education. Students connect theory with practical experience from the context of elementary, middle, and high school levels. Stoessel

115 Applied Elementary Curriculum. (Cross-listed as Child Development 115.) Seminar examining issues that relate to curriculum and teaching in elementary schools. Topics focus on constructivist theories of learning and development for children with diverse needs, interests, abilities, and educational and cultural backgrounds. Students in this course concurrently teach one day a week in area schools. Prerequisite: consent. Reynolds

116, 117 Interdisciplinary Elementary Curriculum. (Cross-listed as Child Development 116, 117.) This two-semester sequence of courses focuses on the curricula of language arts and social studies in the fall semester and on mathematics and science in the spring semester. Emphasis on the intersection between teacher knowledge and children's understanding of content and concepts. Prerequisite: consent. Reynolds

118, 119 Curriculum and Practices of Teaching in the Middle School. Introduction to the curricula and practices of teaching in middle school. Topics include integrated curriculum, team approaches to teaching, cooperative learning, and the development of curricula appropriate for students with diverse needs, interests, and abilities. Prerequisite: consent. Members of the department

120 Practice of Teaching: History and Political Science/Political Philosophy. Curriculum, materials, and principles of teaching for middle or secondary school history, political science/political philosophy, and behavioral sciences. Prerequisite: consent. Cohen

121 Practice of Teaching: Science. Participants develop frameworks of organization, reflection, and assessment to specify aspects of students' knowledge and reasoning in middle and secondary school science teaching. Focuses on current teaching experiences presented in journals and videotapes. Prerequisite: consent. Edmonds

122 Practice of Teaching: Mathematics. Curriculum, materials, and principles of teaching for middle or secondary school mathematics. Prerequisite: consent. Edmonds 

123 Practice of Teaching: English. Curriculum, materials, and principles of teaching for middle or secondary school English and language arts. Prerequisite: consent. Tucker

124 Curriculum and Practice of Teaching: World Languages. (Cross-listed as German 124.) Curriculum, materials, and principles of teaching world languages for elementary, middle, or secondary school. Prerequisite: consent. Members of the department

125 Curriculum and Practice of Teaching: Latin and Classical Humanities. Curriculum, materials, and principles of teaching Latin and classical humanities for elementary, middle, or secondary school. Prerequisite: consent. Members of the department

130 Human Development and Learning. Basic psychological theories of human cognitive development and learning and their relevance to education. Emphasizes biological, environmental, constructivist, information processing, and sociocultural approaches to the analysis of learning and cognitive development from infancy to adolescence. Some field experience is included. Brizuela

140 Behavior Management in the Classroom. Theory, research, and practice of management of student behavior in elementary and high school classrooms. Practical and empirically derived classroom-based interventions intended to have beneficial effects on the academic, behavioral, social, or emotional functioning of children and adolescents, including but not limited to individualized contingency contracts, group token economics, and student self-management training. An iterative, problem-solving approach to intervention will be emphasized. Kruger

142 Education of the Exceptional Child. Characteristic features, methods of diagnosis, psychological factors, and, where known, etiology of forms of the exceptional including persons who are gifted, mentally retarded, blind, deaf, language impaired, and emotionally disturbed. Educational planning within each form of exceptionality. Current state and federal legislation pertaining to the education of children with various disabilities. Members of the department

144 Learning Disabilities in the Classroom. An introduction to learning disabilities to help in the identification and remediation of children with learning problems. Current diagnostic and remedial approaches will be discussed. Prerequisite: Education 142 or consent. Members of the department

146 Introduction to Counseling Children and Adolescents. Theory and techniques of counseling children and adolescents. Overview of systems, behavioral, and psychodynamic approaches to remediating and preventing adjustments and learning problems. Planning and evaluation of individualized and group programs in schools, mental health centers, and residential facilities. Prerequisite: Work experience with children or adolescents and consent. Members of the department

160 Comparative Education. Education in selected global settings and, for comparative purposes, the United States. Impact of globalization, movements for democratic citizenship, and neo-liberal economic theories on educational policies and practices. Members of the department

161 Sociology of the School. Educational institutions as social systems and the various external and internal social forces that shape them. Representative ethnographic studies of schooling with an emphasis on ethnicity, class, and gender as organizing categories of student experience and school social organization.  Members of the department

162 Class, Race, and Gender in the History of U.S. Education. History of education in the United States as a struggle over access and control. Relation to class reproduction, social mobility, the maintenance of and resistance to racial boundaries and gender issues, emphasizing the struggles of disempowered groups to gain access to schooling in the nineteenth and twentieth centuries. Mizell

163 Philosophies of Education. Examination and evaluation of philosophies of education in Western society from Plato to Paulo Freire, principally as they raise questions applicable to contemporary educational concerns. Who should be educated? What is valuable knowledge? What is the role of education in a democratic society? Weiler

164 Education for Peace and Justice. (Cross-listed as Peace and Justice Studies 164.) Past and present efforts to use education for building a just and peaceful society. The advocacy of education in democratic societies, emphasizing the works of contemporary critical, antiracist, and feminist theorists. Peace pedagogies, curricula, and programs focused on social justice. Participation in a "mini-internship" focused on peace and social justice issues in an educational program. Mizell

165 Educating Women and Girls. Use of feminist theory to explore how women and girls of different race, class, and ethnic identities have struggled to define and claim a meaningful education for themselves both globally and locally. Analysis of educational theories, curriculum, and classroom practices from the perspective of gender. Weiler

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Art Education Courses at the School of the Museum of Fine Arts

EDS 173 Student Teaching in Art, Pre-K to 8. Supervised full semester of student teaching in art at the elementary level under the direction of licensed art teachers. On-site observation by college personnel and a weekly seminar are provided for reflective discussion of the role and responsibilities of contemporary art teachers. Classroom experiences and readings focus seminar topics on issues of educational reform, diversity in classrooms, authentic teaching and learning, constructivist and interdisciplinary approaches, lesson planning and presentation, art resources and technologies, and exhibition of student work. Fall and spring. Bode

EDS 174 Student Teaching in Art, 5-12. Supervised full semester of student teaching in art at the secondary level under the direction of licensed art teachers. On-site observation by college personnel and a weekly seminar are provided for reflective discussion of the role and responsibilities of contemporary art teachers. Classroom experiences and readings focus seminar topics on issues of educational reform, diversity in classrooms, authentic teaching and learning, constructivist and interdisciplinary approaches, lesson planning and presentation, art resources and technologies, and exhibition of student work. Fall and spring. Bode

EDS 175 Education Foundation, Pre-K to 8. Introduction to child and adolescent development as seen through graphic representation and art production. Investigation of the history and philosophy of art education, recent issues of educational reform, and national and state achievement standards. Weekly readings focus discussions on student diversity, multiculturalism, visual and critical studies, and aesthetics. Course requirements include a research paper and formulation of a personal philosophy of art education. Fall. Bower

EDS 176 Art Education Curriculum, Pre-K to 8. Focus on program writing for elementary and middle school art education. Emphasis is placed on curriculum development, national standards, state frameworks, and district requirements. Topics include current art curriculum models, content achievement standards, the learning styles and needs of diverse student populations, visual art budgets, and the use of technologies in curriculum development. Students will research and develop visual art curricula for elementary and middle school art programs. Spring. Bower

EDS 177 Education Foundation, 5-12. Formulation of a personal philosophy of art education through examination of historical, psychological, and social perspectives. The implementation of national standards and the Massachusetts frameworks in school curricula are explored and studied in the context of assessment strategies, adolescent development, art interest and production, and current educational theories. Written and oral communication skills for the middle and high school art teacher are stressed. Fall. Shack

EDS 178 Art Education Curriculum, 5-12. Focus on curriculum writing for middle and high school art education programs. Emphasis placed on curriculum development with regard for national standards, state frameworks, and district requirements. Topics include current art curriculum models, content achievement standards, the learning styles and needs of diverse student populations, visual art budgets, and the use of technologies in curriculum development. Students will research and develop visual art curricula for secondary art programs. Spring. Shack

EDS 179 Field Studies in Art Education, Pre-K to 8. Students participate in school and community art programs for children preschool through grade 9. Fieldwork includes a one day a week placement in a public school and participation in the Museum of Fine Arts education programs. Emphasis on observation and discussion of lesson planning and presentation, assessment strategies, classroom management, and diversity in twenty-first-century schools. Course requirements include individual field placements, readings, journal writing, and presentations. Fall. Bower

EDS 180 Field Studies in Art Education, 5-12. Students participate in school and community art programs for children and adolescents in grades 5 through 12. Fieldwork includes a one day a week placement in a public school and participation in the Museum of Fine Arts education programs. Emphasis on observation and discussion of lesson planning and presentation, assessment strategies, classroom management, and diversity in 21st century schools. Course requirements include individual field placements, readings, journal writing, and presentations. Fall. Shack

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181 Curriculum Development. Analysis of curriculum and the ways it is shaped to fit diverse learning styles and educational levels. Emphasis is placed on the role of the teacher or education professional in planning and designing curriculum. Students will participate in a group project to create curricula related to a selected topic.  Members of the department

182 Technological Tools for Thinking and Learning. (Cross-listed as Child Development 145.) Explores the design and use of new tools to think with, including "hands-on" technological tools (software) and "heads-in" theories and values to examine tools suitable for a wide variety of age levels, settings, and topic areas. Prerequisite: consent. Members of the department

184 Geography in the Curriculum. Study of five themes adopted by the National Geographic Alliance: location, place, relationships within place, movement, and regions. Examination of recently developed curriculum materials for teaching these themes. Summer only. Members of the department

186 Leadership in Community Service. Introduction to theories and practice of service. Development and integration of community service with academic curricula in schools. Students will analyze existing service programs and design and implement projects with schools, community centers, shelters, hospitals, and other service programs. Members of the department

187 Teaching through Drama and Improvisation. (Cross-listed as Drama 187 and Child Development 187.) Review of the theory and practice of using drama in education. Aspects of dramatic expression, including dramatic play, improvisation, and story dramatization, as tools for extending the educational experiences of children and adolescents. Particularly suited for those interested in teaching preschool, elementary, middle, or secondary school. Camara, Jorgenson

191, 192 Special Topics in Education. Educational problems of interest and value to the individual student investigated under the supervision of a member of the department. Prerequisite: open only to advanced students on approval of the instructor. Credit as arranged. Members of the department

191 Special Topics: The Role of "Story" in Education. An examination of the role of narrative in education, including storytelling, autobiographical narrative, journaling, reflection on learning and on teaching practice, narrative theories, and presentation at conferences and publication. Attention will be given to "story" as a way of relating to students K-12, as a means for teachers to make meaning of their practice, and for students to make sense of their learning and development. Reading, representing authors of diverse backgrounds will include a variety of fiction and non-fiction, theories of narrative, formal and informal writing by students and teachers, and educational texts that use narrative as a tool of learning and reflection. Writing and sharing of writing will be a component of each class section. Trudeau Tucker

198, 199 Field Studies in Education. Participation in applied activities or in research or educational projects involving the development of programs and materials in schools and museums, or in other educational settings, such as those associated with clinical settings, media studios, or industry. In addition to the field experience, students are required to attend biweekly seminars devoted to the analysis of the theoretical and practical issues related to the fieldwork. Prerequisite: consent. Members of the department


Graduate Courses    

201, 202 Apprenticeship in Teaching. Supervised teaching of at least 400 hours in a school setting designed to offer advanced clinical experience to those wishing to meet the requirements for professional  teacher licensure. Apprentices are expected to demonstrate an understanding of teaching practices and theory, knowledge of theories of learning, as well as mastery of content area knowledge and pedagogical content knowledge. Students are expected to participate in a weekly seminar. One to three course credits. Prerequisite: initial teacher licensure. Members of the department

205, 206 Internship for Licensure. School practicum fulfilling the requirements of an internship of the Massachusetts regulations for licensure. One or two courses. Prerequisite: consent. Members of the department

222 MSTE Proseminar. First and second year MSTE students are required to take an ongoing Program Seminar (Proseminar) and receive, at the end of two years, a total of two course credits in this group (0.5 course credits per term).  The course meets biweekly, is attended by interested faculty and researchers and by all first and second year students, focuses on issues of current interest, and constitutes a forum for outside speakers, students and faculty in the program to present their ongoing research and to discuss papers of outstanding relevance for those in the program. Students in the more advanced years of the program will be invited to use the proseminar as a forum to present and receive feedback on their dissertation work at various points during its development.  Prerequisite: consent.

223 MSTE Proseminar. First and second year MSTE students are required to take an ongoing Program Seminar (Proseminar) and receive, at the end of two years, a total of two course credits in this group (0.5 course credits per term).  The course meets biweekly, is attended by interested faculty and researchers and by all first and second year students, focuses on issues of current interest, and constitutes a forum for outside speakers, students and faculty in the program to present their ongoing research and to discuss papers of outstanding relevance for those in the program.  Students in the more advanced years of the program will be invited to use the proseminar as a forum to present and receive feedback on their dissertation work at various points during its development. Prerequisite: consent.

224 Theory and Research in Early Childhood and Elementary Mathematics Education. Students will analyze and discuss theories and research results on the development and learning of mathematical concepts and representations in early childhood and in the elementary school years. Main content areas to be examined are number, number systems, and problems in the fields of additive and multiplicative structures. Theories and models will focus on biological, constructivist, and socio-cultural approaches to mathematical learning and development. Spring. Schliemann

230 Seminar in Psychological Studies in Education. Study of selected issues in human development and learning as they apply to educational settings. Topics include constructivist and sociocultural approaches to learning, development, intelligence, education, and others, chosen according to the interests of the seminar leader and participants. Prerequisite: consent. Schliemann

231, 232 Practicum in School Psychology. Supervised 600-hour experience in the practice of school psychology under direction of practicing licensed school psychologist. Participation in team evaluations, diagnostic prescription writing, and conferences with parents and school personnel. Two courses. Prerequisite: consent. Wandle, members of the department

237 Theory and Process of Psychotherapeutic Intervention: Psychodynamic and Humanistic. Theories and techniques of psychotherapeutic interventions for children and adolescents from psychodynamic and humanistic perspectives. Clinical interviewing, use of videotapes, role-play, and material from student field placements. Limited enrollment. Prerequisite: consent. Luz-Alterman

238 Theory and Process of Psychotherapeutic Intervention: Cognitive-Behavioral and Family Systems. Theories and techniques of psychotherapeutic interventions for children and adolescents from cognitive-behavioral and family systems perspectives. Use of videotapes, role-play, and material from student field placements. Limited enrollment. Prerequisite: consent. Luz-Alterman

241 Principles of Psychoeducational Assessment. Conceptual, technical, practical, ethical, and legal issues related to psychoeducational assessment of school-aged children and adolescents. Standards for educational and psychological testing, including validity, reliability, norming, test development, avoidance of cultural bias, and general guidelines for test use. Overview of the major types of assessment methods (i.e., standardized test, direct observation, questionnaire, interview, and review of permanent products). Advantages and disadvantages of group and individually administered tests. Guidelines for oral and written communication of assessment results. Prerequisite: consent. Members of the department

243 Assessment and Diagnosis of Cognitive Abilities. Assessment of cognitive functioning of mainstream and exceptional populations through administration and interpretation of individual intelligence tests and techniques, including Wechsler scales, Stanford-Binet, Woodcock and Johnson, and others. Clinical diagnosis of abilities, preparation of individualized psychological reports and development of instructional programming from test results in the context of understanding intellectual abilities as part of the larger educational process. Prerequisite: consent. Members of the department

245 Life-Span Development. Critical study of developmental processes with a focus on the psychological, cultural, and historical factors which shape the life course. An applied developmental ecological perspective will be used to study key developmental themes, including social, affective, identity, and adult development, among others. Luz-Alterman

246 Personality Assessment of Children and Adolescents. Introduction to the administration, scoring, interpretation, and critical examination of selected personality assessment instruments from different theoretical orientations within a cultural context. Case histories to examine the links between the referral question, the selection of assessment methods, the assessment results, and recommended interventions. Experience in integrating cognitive, academic, and personality assessment data in developing a comprehensive assessment report. Prerequisite: consent. Wandle

248 Clinical Psychopathology through Film. Study of clinical disorders using descriptive/phenomenological and psychodynamic approaches. Characters from contemporary film serve as naturalistic examples of psychopathological processes, including schizophrenia, mood disorders, character disorders, and substance abuse. A course in personality and some clinical experience are preferred, but not required. Luz-Alterman

249 Multicultural Issues in Counseling and Psychotherapy. Culture and ethnicity as psychological variables and as factors in human development. Impact of a counselor's ethnicity on the delivery of professional mental health services. Problems encountered by helping professionals in cross-cultural settings. Prerequisite: consent. Members of the department

250 Introduction to Rorschach. Comprehensive Rorschach assessment of basic personality functioning.  This includes stress coping skills, perception of reality, information processing, ideation, emotional status, and interpersonal skills.  Potential uses for school psychologists engaged in assessing the emotional and personality status of referred students are emphasized.  Prerequisite:  Education 246 or equivalent or school psychology licensure.  Feneberg

251 Advanced Rorschach. This course aims to solidify and refine Rorschach administration, scoring, and interpretation skills acquired in Introduction to Rorschach or similar graduate work. Participants are allowed to seek peer consultation on protocols administered as part of their professional practice. Topic-specific research and review are conducted to gain a better understanding of the usefulness of this instrument in the assessment of special populations. Feneberg

252 Group Dynamics. The structure, functions, and dynamics of groups. Observation and analysis of group structures and functions, interactions and dynamics of change in groups, effects of the group on the individual, and effects of the individual on the group. The class will be part of its own laboratory. Limited enrollment. Prerequisite: consent. Members of the department

253 Biological Bases of Behavior in Educational Settings. Explore topics in health, pediatric psychology, and neuropsychology relevant to those working with children and adolescents in educational and clinical settings. Review influences of biologically-driven states and neuropsychological variables on learning and development. Explore biological mechanisms underlying childhood disorders, with attention to the neurobehavioral profiles of common childhood disorders, including learning disabilities. Irizarry

254 Developmental Psychopathology in Educational Settings. Explore the psychological disorders and conditions encountered in children and adolescents in educational and clinical settings. Review defining traits, developmental trajectories, risk and protective factors, school-related problems, and assessment and intervention strategies. Apply an ecological and systemic perspective to the understanding of childhood psychopathology. Irizarry

255 Issues in School Psychology. The activities of the school psychologist with particular emphasis on his/her position in relation to special education law. Philosophic, ethical, and administrative issues of the professional school psychologist and his or her relationship to other professions and disciplines. Use of case material. Prerequisite: consent. Wandle

256 Consultation for Diagnostic Prescriptions. Experience in writing and synthesizing psychological information into educational plans for individual and group remediation. Discussion of the theories of educational prescriptions and consultation to teachers. Prerequisite: advanced standing in school psychology. Prerequisite: consent. Members of the department

257, 258 Advanced Internship in School Psychology. Supervised 1,200-hour clinical experience, 600 hours of which must be in a school setting under the supervision of a practicing licensed school psychologist. The remaining 600 hours may be completed in a clinical setting under the supervision of a licensed psychologist. Participation in delivery of all aspects of psychological services showing advanced understanding of professional practice. Two courses. Prerequisites: Education 231, 232, and consent. Wandle, members of the department

260, 261 Seminar on Educational Issues. Analysis and discussion of research and theory related to education. The seminar will provide students the opportunity to discuss with researchers and other professionals topics of major interest in the field of education. Members of the department

270 Intermediate Statistics for Educational Research. Explore ideas and concepts necessary to read research in education and preparation for educational research. Emphasis on choice of statistical tests, understanding statistical results, and making decisions based on research. Prerequisite: introductory course in statistics. Members of the department

271 Methods of Educational Research. An introduction to research methods employed in conducting and understanding educational and psychological research. Topics will cover quantitative and qualitative methods and basic research concepts and techniques. Each student will develop a research proposal suitable for master's thesis work. Brizuela

272 Teachers as Researchers. Introduction to the qualitative and quantitative approaches used in the conduct of educational research, with particular emphasis on teacher-as-researcher and participant-observer methods of analysis. A research project is required. Members of the department

273 Seminar in Research Methods. Analysis of advanced qualitative and quantitative approaches used in the conduct of educational research. Topics will vary according to the interests of the seminar leader and participants. Members of the department

276 Internship. Guided experience in an approved educational setting with supervision. Each student is expected to work in an approved facility for at least 150 hours over the course of one or two semesters. One course credit. Members of the department

280 Museum Education and Interpretation. (Cross-listed as Art History 286.) The role and functions of the museum in education, and analysis of the activities employed to enhance learning by students of all ages. Methods of selecting, designing, and evaluating public programs appropriate to the learning levels and interests of children, adolescents, and adults in a variety of museum settings. Principles of learning and teaching will be discussed as they relate to educational practice in museums. Instructional methods and materials, including exhibits, demonstrations, role-enactment through living history portrayals, discovery rooms, curriculum materials, self-guided instruction, labels, and publications. Fall. Members of the department

281 Curriculum Development for Museum/School Collaborations. Analysis and development of curriculum through collaborations between museums, schools, and community educational programs. Examination of the collaborative process, learning goals, curriculum frameworks, and methods for developing educational outreach programs and materials. Students will explore ways in which museums, national parks, and other cultural institutions can work with schools and other educational settings to develop educational programs for various audiences. Teams of students will work directly with museum education programs and schools to develop a curriculum project. Prerequisite: Education 280 or consent. Members of the department

282 Proseminar in Museum Education. This seminar focuses on topics of special interest to the museum educator. Depending on student interest, topics may include analysis and discussion of interpretive methods, development of teaching materials, development and evaluation of educational museum outreach programs and family programs. Students are required to prepare a presentation to the class and a research paper analyzing a selected issue in museum education. Prerequisite: Education 280 or consent. Members of the department

284 Internship in Museum Education. (Cross-listed as Art History 289 and History 292.) Supervised experience in a museum setting. Variable credit. Prerequisite: consent. Upton

291, 292 Special Topics. Guided individual study of an approved topic. One course or one-half course as arranged. Members of the department

295, 296 Thesis. Guided research on a topic that has been approved as a suitable subject for a master's thesis. Two courses. Members of the department

297, 298 Doctoral Dissertation.  Guided research on a topic that has been approved as a suitable subject for a doctoral dissertation.  Two courses.  Members of the department

401PT Master's Continuation, Part-time.

402FT Master's Continuation, Full-time. 

501PT Doctoral Continuation, Part-time.

502FT Doctoral Continuation, Full time.